The [writing] teacher who is indeed wise does not bid you to enter the house of his wisdom but rather leads you to the threshold of your mind.
~Kahlil Gibran
This quote is the guiding principle for my reflection process. As an artist, I personally want to be lead and encouraged towards work that best reflects me and my views/vistas/beliefs—not my teacher’s. Writers use the phrase, “finding your voice” when referring to apprentice poets/novelists/literary journalists etc. who are trying on different styles, approaching various subjects that interest them, and are learning from mentors. At this stage in a writer’s learning careful listening to his or her own heart is crucial. In the past, I have worked with teachers who have done the exact opposite of what Kahlil Gibran suggests as a best practice and the result was devastating each time.
Gibran’s maxim is hinged on the verb “lead.” What is exactly involved in leading a young artist to their voice? It is different for each student. Personally, I look for warmth and a personal connection with my teacher. Some student’s desire an frank critical eye and would rather not become overly familiar with their teacher. Some students need a lot of one-on-one mentoring while others prefer a more “hands off” approach. All these methods of “leading” are actually dictated by the student; therefore, a listening ear must precede any leading.
Finally, what is “the threshold of your mind”? I believe that the space after the threshold of the mind to be the mental space where peak creativity happens. Also, I believe that artists themselves create this place—no one else can do it for them. Let me explain. For one to be able to access their creative powers, one has to be confident enough to leap over the threshold of discouragement and doubt. The writing teacher may either help the student make this leap or they may reinforce and add to the height of this threshold. I have experienced threshold reinforcement (ouch, ouch) and the healing power of a mentor’s encouragement. The latter is like rocket strapped to your back that boosts you over the wall.
When reflecting on my teaching, I ask myself these questions:
Have I taken the time to listen to my students? What sorts of leading do they need/want? Are their needs and wants congruent or incongruent? Have I encouraged them an praised their work before I’ve criticized their work? What sorts of exercises might help them over the threshold and into their zone of peak creativity? What teaching techniques can I use to better assist their learning? Have I been considerate of the various learning styles in designing my lectures and speaking to my students one-on-one?
Please visit my TA Reflection Journal excerpt page and my New Shoot Reflection Journal excerpt page for a deeper, more specific look at my reflections process.